Akademik Veri Yönetim Sistemi
European Journal of Education, cilt.61, sa.1, 2026 (SSCI, Scopus)
The purpose of this study was to investigate the effects of science education provided through a block-based coding programme for preschool children learning scientific process skills. The study is innovative in combining early science education with technology-supported learning. A semi-experimental design with pre-test, post-test, and control group was used. Participants included 61 kindergarten children, randomly assigned to Experimental Group 1 (n = 20), Experimental Group 2 (n = 20), and a control group (n = 21). Experimental Group 1 received a science programme supported by block-based coding, while Experimental Group 2 received a traditional science programme. To determine the permanence of the training, a follow-up assessment was conducted four weeks after the post-test for both experimental groups. The findings showed that the block-based coding programme positively affected children's scientific process skills. Post-test scores of Experimental Group 1 were higher than those of Experimental Group 2 and the control group. The improvements in scientific process skills were maintained in the follow-up assessment, indicating lasting effects. Integrating block-based coding into preschool science education effectively enhances scientific process skills and ensures the persistence of learning outcomes. The study highlights the pedagogical value of technology-supported science education for young children.